Comparative trivia game

ABSTRACT

The comparative trivia game requires players to make a quantitative judgment in selecting one of a series of responses at each turn of play. A plurality of question sets are provided, with each question set having a plurality of questions that may be correctly answered with a numerical product. The responses are developed by multiplying each of the numerical factoids of the questions by a multiplier factor to arrive at an arithmetical product. The object is to choose the response corresponding to the highest product. The provision of questions resulting in numerical responses allows the responses to be ranked numerically, with fewer points awarded for the selection of a numerically lower response. The questions may be worded such that the responses are monetary values, or non-monetary arithmetical values or numbers. Questions in each set may be selected randomly, or may have a common subject area.

BACKGROUND OF THE INVENTION

1. Field of the Invention

The present invention relates generally to board games, including both those played using a physical apparatus and those played using an electronic or computerized board, and more particularly to a comparative trivia game wherein multiple numerical choices are provided for each question, each choice being the product of a numerical factoid and a multiplier.

2. Description of the Related Art

Innumerable board games and computer games have been developed in the past, with one subset of such games having a question and answer format, e.g., Trivial Pursuit®. In such games, contestants are required to provide correct responses to the questions of the game, in order to advance. The questions involved in such games are typically non-numerical, e.g., the nickname of a celebrity, the location of some historical or other event, knowledge of terminology in a specialized field or profession, etc. While the correct responses to such questions may be objective, it is not possible to make any quantitative comparison between correct and incorrect answers. Thus, it is difficult, if not impossible, in such games to provide some intermediate award of points for a “second-best” response, if the contestant or player does not choose the correct response.

Thus, a comparative trivia game solving the aforementioned problems is desired.

SUMMARY OF THE INVENTION

The comparative trivia game includes a plurality of question sets, with each question set having a series of questions that may be correctly answered by numerical factoids as the responses. The responses are developed by multiplying each of the numerical factoids of the questions by a multiplier factor to arrive at an arithmetical product. The object is to choose the response corresponding to the highest product.

An extremely simple example of the above might be (A) the product of ten times the number of letters in the English alphabet, compared to (B) five times the number of states in the U.S. and (C) two times the number of feet in fifty fathoms. Thus, the correct response would be (C), as one fathom equals six feet, with fifty fathoms being equal to three hundred feet and twice that resulting in a total of six hundred. Response (A) will be seen to equal five hundred and twenty, while response (B) is equal to five hundred. In accordance with the most preferred rules of the game, a player responding with response (C) in the above example would receive a maximum number of points for that turn, while a player responding with answer (B), i.e., the lowest numerical total, would receive no points. However, a player responding with the second highest answer, i.e., answer (A), would receive an intermediate number of points. Thus, a player may gain some score even if he or she does not choose the optimum answer.

The game may also include factors and responses equated to monetary values, e.g., ten dollars for each foot of height of the Washington Monument, etc., with players seeking to choose the highest resulting monetary total. Score may be kept with simulated currency, particularly in the case of electronic or computerized play, or by tracking the point values awarded for the answers of each player during the course of play. The latter means of scoring may be used with either computerized and electronic play or by means of a physical game board, but is particularly well suited for use with a game board.

A series of questions may be provided on each of a series of cards used in the game, or may alternatively be provided by electronic or computer means. The subject areas of the questions may be randomly selected for each card or question set, or may be of related subject matter (e.g., science, sports, etc.). At least one of the cards may allow the player drawing such a card to change the accrued point totals of that player, and others, to that point in the game, e.g., to “steal” points from one or more other players and award those “stolen” points to himself or herself and/or to other players in the game. A predetermined time limit may be set for a player to select the desired response during his or her turn of play. The winner of the game may be determined by the first player to reach a predetermined point total or score, by the player leading at the end of a predetermined period of time, or other means as desired. It should be noted that the term “player” as used herein, includes both individuals and teams formed of two or more members.

These and other features of the present invention will become readily apparent upon further review of the following specification and drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 illustrates an exemplary question card for use in the comparative trivia game according to the present invention, wherein the numerical products represent monetary amounts.

FIG. 2 illustrates a second exemplary question card for use in the comparative trivia game of the present invention, with the card having a configuration similar to the card of FIG. 1.

FIG. 3 illustrates a third exemplary question card for use in the comparative trivia game of the present invention, with the card having a configuration similar to the cards of FIGS. 1 and 2.

FIG. 4 illustrates an exemplary question card for use in the comparative trivia game of the present invention, wherein the numerical products are devoid of monetary value.

FIG. 5 illustrates a second exemplary question card for use in the comparative trivia game of the present invention, with the card having a configuration similar to the card of FIG. 4.

FIG. 6 illustrates a third exemplary question card for use in the comparative trivia game of the present invention, with the card having a configuration similar to the cards of FIGS. 4 and 5.

FIG. 7 illustrates a “Steal Points” or point reallocation card used in the comparative trivia game of the present invention.

FIG. 8 illustrates a “Lose A Turn” card used in the comparative trivia game of the present invention.

FIG. 9 is a broken top plan view of an exemplary scoreboard for tracking the relative status of the players during the course of play of the comparative trivia game of the present invention.

FIG. 10A is the first portion of a reference source for use in verifying the responses used in the comparative trivia game of the present invention.

FIG. 10B is the second portion of the reference source of FIG. 10A.

FIG. 11 is a flow chart briefly describing the general steps in the method of play of the comparative trivia game of the present invention.

Similar reference characters denote corresponding features consistently throughout the attached drawings.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

The comparative trivia game provides a series of questions at each turn, with each of the questions having a numerical answer. The responding player selects the response he or she believes to have the highest numerical value, with points awarded to the player according to the correctness of his or her response.

FIGS. 1 through 3 illustrate three related question sets, respectively 10, 20, and 30. These question sets 10, 20, and 30 may be in the form of cards for a board game having a physical structure, or may alternatively be in the form of an electronic display for electronic or computerized play. Each of the sets includes a series of three questions, respectively 12 a through 12 c for set 10, 22 a through 22 c for set 20, and 32 a through 32 c for set 30. In the exemplary sets 10, 20, and 30 of FIGS. 1 through 3, the subject areas of the questions are randomly selected and have no common subject or theme. Question sets in which the questions in each set are related by a common subject area or theme may also be provided. Exemplary question sets having common subject areas are shown in FIGS. 4 through 6, and discussed further below.

All of the questions of the sets 10, 20, and 30, as well as all others used in the present game, may be answered by a numerical response or factoid. The numerical responses or factoids for questions 12 a through 12 c are respectively indicated as 14 a through 14 c for question set 10, 24 a through 24 c for question set 20, and 34 a through 34 c for question set 30, and are shown in the “Data” column in each question set. Questions relating to quantities, dates, times, weights, and any other numerical factoids, are appropriate for use in the game.

Each of the questions further includes a numerical or monetary multiplier, respectively 16 a through 16 c for the question set 10, 26 a through 26 c for the question set 20, and 36 a through 36 c for the question set 30. These multipliers are used to multiply the respective factoid of the question to arrive at an arithmetical product, with the multipliers selected to result in plausible but different arithmetical products or responses for each question in a set. The product may be in the form of a monetary amount where the multipliers are shown as monetary amounts, as shown in the sets 10, 20, and 30 of FIGS. 1 through 3, or may be integers resulting from the multiplication of numerical multipliers and factoids. The products comprise the correct numerical or monetary responses for the questions, with the products or responses indicated as 18 a through 18 c for question set 10, 28 a through 28 c for question set 20, and 38 a through 38 c for question set 30.

The question sets 10, 20, and 30 of FIGS. 1, 2, and 3, and other question sets provided in the game, are used to challenge the players in turn during the course of play, with players being required to respond with the correct numerical response or value in order to win points for that turn. Each set of questions is issued randomly to a challenging player, i.e., the player not responding to the question set, and the challenging player reads the questions to the responding player. The responding player must compare the relative values or quantities as he or she perceives those quantities based upon the player's knowledge of the subject area and question, and select the response having the highest value in order to gain the maximum number of points for that turn of play.

The responding player need not know the exact answer to any or all of the questions. Rather, he or she need only make an educated assessment of the arithmetical product of the numerical factoid and its multiplier, in order to deduce which of the choices will result in the highest arithmetical product. The selection of the response resulting in the highest arithmetical product results in the greatest number of points being awarded to the responding player. If the player were to choose the response having the second highest product of the set, then he or she would still receive some points, but not as many as provided for the response having the highest arithmetic product. Selection of the response having the lowest product results in no points for the responding player.

Questions 12 a through 12 c of the first question set 10 of FIG. 1 will be used as an example of the above procedure. A challenging player, i.e., one of the players not responding, or alternatively a non-playing person, randomly draws a question set, e.g., the question set 10 of FIG. 1. The challenging player or participant then reads each of the questions to the responding player, with the question set being concealed to the responding player. These questions will not be repeated here, as they are shown in the exemplary question set of FIG. 1. The challenging player or participant does not read the factoid numbers 14 a through 14 c, i.e., the raw numerical response in the data column of the set, to the responding player, nor does he or she read the arithmetical product 18 a through 18 c in the value column of the set, to the responding player. Thus, the responding player must make a comparison and use his or her best judgment as to the numerical quantity 14 a through 14 c for each of the questions 12 a through 12 c in order to arrive at an estimate of the product 18 a through 18 c of the value column, and select the question resulting in the highest total arithmetical product. Preferably a predetermined time limit, e.g., three minutes, is allowed for the acting player to respond. A small sand glass kitchen timer, etc., or the wristwatch of one of the players or other timer means, may be used to determine the response time, and the time may be any amount agreed upon by the players as desired.

In the cases of the question sets 10, 20, and 30 of FIGS. 1 through 3, the multipliers, e.g., 16 a through 16 c for question set 10, are monetary amounts. This results in the corresponding arithmetical products or responses 18 a through 18 c being in the form of monetary amounts. Thus, the responding player would announce his or her answer as a monetary amount, rather than as a numerical integer. The awarding of such monetary amounts in simulation may be used as a means of tracking the scores of the players during the course of the game, but this would result in different scores for equal ability due to the differing values of the monetary products in each question set. Preferably the award of points for responses is consistent between the question sets, e.g., five points for the highest arithmetical or monetary product, two points for the second highest, and no points for the lowest.

Also, while the exemplary question sets 10, 20, and 30 each illustrate three questions, it will be seen that as few as two questions or more than three questions may be provided in each set. Alternative configurations for each set may be provided as well, with the raw factoids of the data columns and the arithmetical products of the value columns being placed upon the reverse sides of the cards (where physical cards are used) or otherwise removed from view when the questions are displayed. In this manner, the acting or responding player may read the questions for himself or herself, rather than relying upon another player or participant to do so.

FIGS. 4 through 6 illustrate a series of three alternative question sets, respectively indicated as sets 40, 50, and 60. Each of the question sets 40, 50, and 60 includes a series of questions, respectively 42 a, 42 b, and 42 c for question set 40, 52 a, 52 b, and 52 c for question set 50, and 62 a, 62 b, and 62 c for question set 60. Each question may be answered numerically or quantitatively by a numerical factoid as shown in the data column in each set, respectively shown as numerical factoids 44 a, 44 b, and 44 c for question set 40, 54 a, 54 b, and 54 c for question set 50, and 64 a, 64 b, and 64 c for question set 60. Appropriate multipliers, respectively 46 a, 46 b, 46 c for question set 40, 56 a, 56 b, and 56 c for question set 50, and 66 a, 66 b, and 66 c for question set 60, are provided with each of the questions. Finally, the arithmetical product of each numerical factoid and its respective multiplier is shown in the value column of each question set, respectively as products 48 a, 48 b, 48 c of question set 40, 58 a, 58 b, 58 c of question set 50, and 68 a, 68 b, and 68 c of question set 60. Play is carried out in the same manner as described further above using the example of the first question set 10 of FIG. 1, except that there is no reference to monetary amounts in the question sets 40, 50, and 60 of FIGS. 4, 5, and 6.

It will also be noted that the question sets 40, 50, and 60 of FIGS. 4, 5, and 6 are each directed or restricted to a common theme or subject area, e.g., history and culture for the question set 40 of FIG. 4, science for the question set 50 of FIG. 5, etc. Alternatively, question sets may be developed in only a single specialized area of interest, profession, or other specialized subject area for the entire game, if so desired, and/or players may be allowed to request a question set randomly selected from a subject area of the players' choice.

Additional rules may be provided as desired to add further interest to the game. FIG. 7 illustrates a “Steal Points” card 70 that may be provided and used with the game, if so desired. The card 70 may be provided in electronic or computerized format for electronic or computer play, if so desired. The card 70 allows the acting player, i.e., the player who would be responding to a question set drawn and read by another player if so drawn, to take the designated points (e.g., three points, in the exemplary card 70 of FIG. 7) from another player and reallocate those points to his or her own score, as desired. Alternatively, the acting player may take some fraction of the designated points from each of two or more players, if so desired. The acting player is not required to accept the reallocated points, but may reallocate those points to one or more other players if so desired. Further randomness may be applied to the game by means of one or more “Lose A Turn” card(s) mixed randomly with the question sets. The acting player who is the recipient of such a card loses one turn.

FIG. 9 provides an illustration of a game board or scoreboard 90 for use with the comparative trivia game. The game board 90 includes a plurality of rows 92 a through 92 f, allowing up to six players to play. More or fewer rows may be provided, as desired. Each of the rows includes a series of sequentially consecutive integers 94 therealong, ranging from one to fifty. These integers 94 represent the accrued points for each player and corresponding player positions during the course of play. While each player row 92 a through 92 f includes fifty positions 94, it will be seen that more or fewer positions may be provided as desired. The board 90 may be provided as a physical component of the game, or displayed electronically for electronic or computer play. A fold line 96 may be provided across the physical board, to allow compact storage of the board when not in use.

The physical game board may be flat, or may include holes or other means for positively securing player position markers thereto, somewhat in the manner of a cribbage board or the like. A series of player position markers 98 a through 98 f are shown at various locations along each of the corresponding player rows 92 a through 92 f, in an exemplary situation during the course of play. The player position markers are uniquely numbered so that players may each recognize their own position marker during the course of the game. Each of the markers 98 a through 98 f may be flat or may include some means (e.g., a peg, etc.) to engage a mating feature for each position 94 on the board. It will be seen that the game board or scoreboard 90 does not include any information, instructions or the like that relate to or affect the play of the game. Rather, the board 90 is a means of keeping track of the scores of the players during the course of play, again somewhat in the manner of a cribbage board.

FIGS. 10A and 10B illustrate an exemplary page, sheet, or display in a reference source 100 that may be provided with the comparative trivia game. There may be times during the course of play of the game that a player questions the accuracy of the numerical factoid provided with a given question. The portion of the reference source 100 of FIG. 10 a includes a first column 102 indicating the number of the card or question set, e.g., 102 a for card or set number one, i.e., the card or set 30 illustrated in FIG. 3 of the drawings. Each of the cards or sets includes a like card or set number thereon, as shown by the card number 102 a in the lower right corner of the card or set 30 of FIG. 3. These card or set numbers 102 enable players to note the number on the card or set, and quickly look down the reference source 100 to find that number in the first column 102.

The second column 104 lists the choices, e.g., A, B, or C, for the questions in each set. Thus, a player questioning the accuracy of the numerical factoid for question B on card or set 1, need only locate that line in the reference source to find that specific question. As few as two such choices or questions may be provided with each card or set, i.e., only questions A and B, or alternatively a greater number of questions may be provided in each card or set as desired.

The third column 106 includes a brief description of the subject matter of each question, with the fourth column 108 having corresponding key words for the subject area and question. The questions on any given card or set may be randomized with different categories or subject matters, or the questions may be grouped in each set or card to have like subject matters, if so desired.

The fifth column 110 contains all of the questions of the cards or sets used in the comparative trivia game. A player knowing the number of the card or set and the specific question being challenged, i.e., question A, B, or C, may easily look up the specific question by locating the card number in the first column 102 and the question or choice letter in the second column 104, and verifying that the corresponding question in the fifth column 110 is identical to the challenged question of the card or set.

The sixth column 112 of the reference source 100, i.e., the first or leftmost column in FIG. 10B, provides a listing of the numbers found in the data column of each card or set, i.e., the numerical factoids comprising the base answer of each question. These are the factors most likely to be called into question during the course of the game. Their multipliers are shown in the adjacent seventh column 114, i.e., the second column of FIG. 10B, with their corresponding arithmetical products or values being shown in the eighth column 116, i.e., the third column in FIG. 10B.

It could be that there may still be some doubt after checking a question and its numerical factoid, multiplier, and arithmetic product or value as described above. Accordingly, a series of authoritative sources is provided for each question in the ninth column 118, i.e., the fourth column of FIG. 10B. This column 118 may direct the user to a website or other computerized source in most cases, or perhaps cite some other authoritative source as desired. Thus, players may quickly and easily check any questions and their answers to determine their accuracy. This is particularly valuable with questions relating to world records and the like that may be broken from time to time.

FIG. 11 provides a flow chart illustrating the basic steps in the method of play of the comparative trivia game. Initially, the order of play is determined by the players, as indicated by the first step 120 of FIG. 11. The order of play may be determined using any convenient means as desired, e.g., tossing a die, drawing cards or straws, randomly selecting the numbered player position markers 98 a through 98 f, etc. as desired.

The cards or question sets, e.g., cards or sets 10, 20, 30, 40, 50, and 60 respectively of FIGS. 1 through 6, are randomized, with a reading player or participant randomly drawing one of the cards and reading the questions to the first player to begin the game, generally as indicated by the second step 122 of FIG. 11. The responding, or active, player considers the three questions and compares the arithmetical product that would result from multiplying the factoid (not revealed to the player at this point) by the multiplier for each question. The player then responds with the choice, i.e., A, B, or C, corresponding to the numerical product he or she feels to have the highest value or numerical total, generally as indicated by the third step 124 of FIG. 11. A time limit may be set for the player to respond, as indicated by the fourth step 126 of FIG. 11.

If the player has successfully chosen the response corresponding to the highest value or arithmetical product of the questions in the set, he or she is awarded the maximum number of points for that turn. If the player does not choose the highest scoring response, but chooses the next highest response, that player is awarded with some lesser number of points. In the exemplary game of the present disclosure, a maximum score per turn is five points, with two points awarded to a player choosing the second highest or best response in a turn of play. No points are awarded for a player choosing the lowest value or arithmetical product of the set. The above point awards are arbitrary, and may be adjusted as desired.

Additional cards (or representations thereof, for computer play) may be included with the question cards or sets of the game, if so desired. For example, one or more “Steal Points” cards, e.g., the card 70 of FIG. 7, may be included with the question cards or sets. A player receiving such a “Steal Points” card 70 makes a determination as to how many points to take from other players, and how to redistribute or reallocate those points as desired, generally in keeping with the fifth step 128 of FIG. 11. Other “Lose A Turn” cards, such as the card 80 of FIG. 8, may be included with the other question card sets as well, with players responding accordingly as indicated by the sixth step 130 of FIG. 11. While the inclusion of one or more “Steal Points” cards 70 and “Lose A Turn” cards 80 is preferred for inclusion in the game, such cards are not an absolute requirement and their inclusion and use may be considered optional.

Accrued points for each of the players are recorded or tracked using the game board 90 of FIG. 9 as described further above, or other suitable means as desired. Play continues generally as described further above to the end of the game, indicated by the seventh step 132 of FIG. 11. The player having the highest score, i.e., greatest number of accrued points, is the winner of the game.

The end of the game may be determined in various ways, as desired. Preferably, the game continues until one of the players reaches a predetermined number of total points, such as the end of the game board or scoreboard 90, generally as indicated by the eighth step 134 of FIG. 11. Alternatively, a longer game may be provided by requiring players to complete more than one length of the game board, i.e., more than one round of play, as indicated by the optional ninth step 136 of FIG. 11. A shorter game board having fewer player positions thereon may be used if multiple rounds of play are used for the game, thus allowing the game board to be formed more compactly. Yet another alternative would be to end the game as of a certain time, or after some predetermined elapsed time period, generally as indicated by the optional tenth step 138 of FIG. 11. The player having the greatest point total at the end of the predetermined time period or elapsed time of play is the winner of the game in such circumstances. Such a rule might be of value where a limited period of time is available for play, such as a lunch break, classroom period, etc.

Accordingly, the comparative trivia game in its various embodiments provides a challenge to players by requiring them to compare numerical values for trivia questions that can be answered numerically, e.g., dates, quantities, times, etc. The provision of a lesser number of points for second-best responses adds a factor that allows players to accrue points even when their answers are not optimal. The result is a game that is more likely to hold the interest of less competitive persons, as the comparative nature of the game does not require an absolute single response in order to gain points, as in many other trivia games.

It is to be understood that the present invention is not limited to the embodiments described above, but encompasses any and all embodiments within the scope of the following claims. 

1. A method of playing a comparative trivia game, comprising the steps of: (a) providing a plurality of questions, each of the questions having a response including a numerical factoid; (b) grouping the questions into a plurality of sets; (c) determining a numerical multiplier for the numerical factoid of each of the questions; (d) valuing the numerical multipliers for the questions in each of the sets to provide a plausibly correct numerical response for each of the questions in a set; (e) multiplying the numerical factoid of each of the questions by its numerical multiplier to arrive at an arithmetical product forming a numerical response; (f) assigning a highest number of points to the numerical response having the highest arithmetical product in each set; (g) assigning a second highest number of points to the numerical response having the second highest arithmetical product in each set; (h) concealing the arithmetical product of each of the questions, from the players; (i) comparing the questions of one of the sets with one another by each player in turn, and responding accordingly with a numerical response of apparent highest arithmetical product; (j) awarding points to players in accordance with their responses to the questions, corresponding arithmetical products, and points; and (k) tracking the points accrued by each of the players to determine the winner of the game.
 2. The method of playing the comparative trivia game according to claim 1, further comprising the steps of: (a) randomly assigning one of the players to reallocate some of the points accrued by at least some of the players; and (b) reallocating at least some of the points according to the desires of the assigned player.
 3. The method of playing the comparative trivia game according to claim 1, further comprising the step of setting a predetermined time limit for each response by a player.
 4. The method of playing the comparative trivia game according to claim 1, further comprising the steps of: (a) assigning a monetary value to the numerical factoid of each of the questions; (b) comparing the monetary value of each of the questions of one of the sets at each turn of play; and (c) responding accordingly with a response of apparent highest monetary value.
 5. The method of playing the comparative trivia game according to claim 1, further comprising the steps of: (a) providing a plurality of mutually different subject areas for the questions; and (b) limiting the questions in each one of the sets to a single one of the subject areas.
 6. The method of playing the comparative trivia game according to claim 1, further comprising the steps of: (a) providing a reference source for each of the questions; and (b) using the reference source as required for verification of the numerical factoids of the questions.
 7. A method of playing a comparative trivia game, comprising the steps of: (a) providing a plurality of questions, each of the questions having a response comprising a numerical factoid; (b) determining a numerical multiplier for the numerical factoid of each of the questions; (c) multiplying the numerical factoid of each of the questions by its numerical multiplier to arrive at an arithmetical product comprising a numerical response; (d) assigning a highest number of points to the response having the highest numerical product; (e) assigning a second highest number of points to the response having the second highest arithmetical product; (f) concealing the arithmetical product of each of the questions, from the players; (g) comparing some of the questions with one another by each player in turn, and responding accordingly with a numerical response of apparent highest arithmetical product; (h) awarding points to players in accordance with their responses to the questions, and corresponding arithmetical products and points; (i) reallocating at least some of the points between at least some of the players; and (j) tracking the points accrued by each of the players to determine the winner of the game.
 8. The method of playing the comparative trivia game according to claim 7, further comprising the steps of: (a) grouping the questions into a plurality of sets; and (b) valuing the numerical multipliers for the questions in each of the sets to provide a plausibly correct numerical response for each of the questions in a set.
 9. The method of playing the comparative trivia game according to claim 7, further comprising the step of setting a predetermined time limit for each response by a player.
 10. The method of playing the comparative trivia game according to claim 7, further comprising the steps of: (a) assigning a monetary value to the numerical response of each of the questions; (b) comparing the monetary value of each of the questions of one of the sets, at each turn of play; and (c) responding accordingly with a response of apparent highest monetary value.
 11. The method of playing the comparative trivia game according to claim 7, further comprising the steps of: (a) providing a plurality of mutually different subject areas for the questions; and (b) limiting the questions in each one of the sets to a single one of the subject areas.
 12. The method of playing the comparative trivia game according to claim 7, further comprising the steps of: (a) providing a reference source for each of the questions; and (b) using the reference source as required for verification of the numerical factoids of the questions.
 13. A comparative trivia game apparatus, comprising: a plurality of sets of question cards, each of the sets containing a plurality of questions thereon, each of the questions having a correct response comprising a numerical factoid, a multiplier, and an arithmetical product, each of the arithmetical products in each of the sets differing quantitatively from one another; a game board having a plurality of player rows thereon, each of the rows including a plurality of playing positions; and a plurality of player position markers corresponding in number to the lo number of player rows of the game board.
 14. A method of playing a comparative trivia game using the apparatus of claim 13, comprising the steps of: (a) assigning a highest number of points to the response having the highest arithmetical product in each set; (b) assigning a second highest number of points to the response having the second highest arithmetical product in each set; (c) concealing the arithmetical product of each of the questions, from the players; (d) comparing the questions of one of the sets with one another by each player in turn, and responding accordingly with a numerical response of apparent highest arithmetical product; (e) awarding points to players in accordance with their responses to the questions, and corresponding arithmetical products and points; and (f) tracking the points accrued by each of the players to determine the winner of the game.
 15. The method of playing a comparative trivia game according to claim 14, comprising the steps of: (a) randomly assigning one of the players to reallocate some of the points accrued by at least some of the players; and (b) reallocating at least some of the points according to the desires of the assigned player.
 16. The method of playing the comparative trivia game according to claim 14, further comprising the step of setting a predetermined time limit for each response by a player.
 17. The method of playing the comparative trivia game according to claim 14, further comprising the steps of: (a) assigning a monetary value to the numerical response of each of the questions; (b) comparing the monetary value of each of the questions of one of the sets, at each turn of play; and (c) responding accordingly with a response of apparent highest monetary value.
 18. The method of playing the comparative trivia game according to claim 14, further comprising the steps of: (a) providing a plurality of mutually different subject areas for the questions; and (b) limiting the questions in each one of the sets to a single one of the subject areas.
 19. The comparative trivia game apparatus according to claim 13, further including a reference source.
 20. A method of playing the comparative trivia game using the apparatus of claim 19, further comprising the step of utilizing the reference source for verification of the numerical response of the questions. 